Journal
COGNITION
Volume 93, Issue 2, Pages 99-125Publisher
ELSEVIER
DOI: 10.1016/j.cognition.2003.11.004
Keywords
dyscalculia; numerical processing; intelligence; working memory; arithmetic development
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Thirty-one 8- and 9-year-old children selected for dyscalculia, reading difficulties or both, were compared to controls on a range of basic number processing tasks. Children with dyscalculia only had impaired performance on the tasks despite high-average performance on tests of IQ, vocabulary and working memory tasks. Children with reading disability were mildly impaired only on tasks that involved articulation, while children with both disorders showed a pattern of numerical disability similar to that of the dyscalculic group, with no special features consequent on their reading or language deficits. We conclude that dyscalculia is the result of specific disabilities in basic numerical processing, rather than the consequence of deficits in other cognitive abilities. (C) 2004 Published by Elsevier B.V.
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